OF  THE 

tlivERsmr 


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ARCHITECTURAL  INSTRUCTION  FOR  DRAFTSMEN 
IN  THE  JUNIOR  COLLEGE 

iBy 

Daryl  Branch  Miller 

A.B.  (Columbia  Univ.)  1915 

THESIS 

Submitted  in  partial  satisfaction  of  the  requirements 

for  the  degree  of 
MASTER  OF  ARTS 
in 
EDUCATION 

in  the 
GRADUATE  DIVISION 
of  the 

UNIVERSITY  OF  CALIFORNIA 


Approved. . . 


Instructor  in  Charge 


Deposited  in  the  University  Library... .C;Tf^?v.  .^.^.^'.1?. .'. 


Date         Librarian 


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TABLE  OP  CONTENTS  \  Edud. 

Page  No.     /  ./ 
Parti  _^'^ 

Introduction  3 

Part  II 

Construction  11 

Basis  of  Organizing  Subject 

Matter  (in  all  courses)  14 

Table  I 

(For  Construction) 19 

Conclusion  18 

Type  Plates 

(First  Semester)  25 

Time  Allotment 

(For  Each  Course)  14 


Part  III 

Design 29 


Conclusion 

A  Program  for  Design  37 

Part  IV 

Architectural  Forms  40 

Table  II 

Architectural  Forms  44 

Table  III 

Ornament  47 

Conclusion 

Outline  of  Coiirse  48 

Pert  V 

Planning 51 

Conclusion 

Typical  Program  for  Course  55 

Part  VI 

Relation  of  Course  to  Secondary  Schools 

and  the  University  of  California 57 

Bibliography 58 


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5. 

i  t"> 
PAHT  OHE  * 

IMTRODUCriGK 

In  1749  Benjamin  Franklin  made  the  following  statement 
in  connection  with  the  establishment  of  the  Academy  of 
Philadelphia,  which  afterward  developed  into  the  University 
of  Pennsylvania: 

"As  to  their  (the  student's)  studies,  it  would  be  well 
if  they  could  be  taught  everything  that  is  useful  and  every- 
thing that  is  ornamental.   But  Art  is  long  and  their  time  is 
short.   It  is  therefore  proposed  that  they  learn  those  things 
that  are  likely  to  be  most  useful  and  most  ornamental,  regard 
being  had  to  their  several  professions  for  which  they  are 
intended."  * 

This  statement  applies  with  equal  force  to  the  public 
school  system  of  the  present  time.   The  cultural  side  of  ed- 
ucation has  been  for  generations  the  dominant  form  and  it  is 
only  today  that  educators  realize  the  foresi/?;ht  Franklin 
showed  in  advocating  vocational  training.   At  present  there 
is  a  decided  movement  toward  vocational  education  in  addition 
to  cultural  education  in  our  schools.   The  introduction  of 
vocational  training  is  justified  by  three  considerations, 
namely:  certain  common  aspirations  of  all  students,  the  de- 
crease in  the  use  of  the  apprenticeship  system  of  training, 
"*Making  of  our  I'iddle  Schools,"  by 
E.  E.  Brown   Page  180 


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4. 

and  the  problems  presented  by  the  Increased  attendance  in 
schools  due  to  compulsory  attendance  laws. 

Vocational  training  is  a  means  that  enables  people  in  all 
walks  of  life  and  of  all  normal  mental  levels  to  attain  cer- 
tain common  aspirations.   These  aspirations  are:  the  desire  to 
be  self-supporting,  the  desire  to  produce  or  create,  and  the 
desire  to  receive  remuneration  for  their  efforts. 

Another  reason  for  the  introduction  of  vocational  educa- 
tion into  our  public  schools  is  the  decrease  in  the  use  of  the 
apprenticeship  system  as  a  means  of  vocational  training.   The 
apprenticeship  system  once  was  the  only  means  of  training  a 
boy  in  the  trades.   It  was  even  used  in  many  cases  in  the  train- 
ing of  doctors  and  lawyers.   With  the  development  of  the  mod- 
ern industrial  system,  education  and  training  by  apprentice- 
ship began  to  fall  into  disfavor.   By  1860  this  system  of 
training  had  largely  fallen  out  of  use.    The  owners  of  ind- 
ustries found  it  more  profitable  to  exploit  children  that  to 
train  them.  As  a  result  of  this  condition,  labor  unions  pro- 
posed that  cnildren  be  given  a  vocational  training  at  the  ex- 
pense of  the  state.   This  proposal  met  with  stron{5  opposition 
on  the  part  of  the  employers,  who  maintained  that  the  parents 
should  pay  for  their  children's  training.   In  spite  of  this  • 
opposition,  certain  land  grants  were  made  by  Congress  in 
1862  for  training  in  the  Manual  Arts,  but  that  is  as  far  as 
the  movement  extended  at  that  time.   It  was  not  until  after 

1910  that  the  program  of  vocational  training  which  had  been 

4 

Douglas,  Paul  H.  "American  Apprenticeship  and  Industrial  Ed- 
ucation." 


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5. 

recommended  by  the  unions  was  extensively  adopted,  and  even 
at  the  present  time  it  is  not  universally  put  into  practice. 
During  the  period  1860  -  1910  a  general  scheme  of  vocational 
training  was  not  to  be  found.   In  some  of  the  more  complex 
trades  a  form  of  the  apprenticeship  system  still  survived. 
In  some  cases,  private  vocational  schools  were  established. 
In  a  few  exceptional  cases,  public  technical  schools  were 
founded.  These  forms  of  training  were  far  from  satisfact- 
ory and  they  were  not  well  organized  into  a  system  of  voca- 
tional education.   Their  deficiencies  have  gradually  come 
to  be  realized  and  the  full  force  of  the  movement  for  voca- 
tional education  at  state  expense  is  just  now  sweeping  over 
the  country.   It  has  found  expression  In  the  Smith-Lever  Act 
of  1915,  the  Smith-Hughes  Act  of  1917,  the  Smith-Sears  Act 
of  1918,  and  the  Sears-Towner  Act  of  1921.   These  Acts  show 
the  interest  that  our  national  government  is  taking  in  voca- 
tional education. 

In  addition  to  these  Federal  Acts,  many  of  the  State 
legislatures  have  recently  passed  compulsory  education  laws 
which  require  children  to  attend  part-time  school  up  to  the 
age  of  sixteen  or  eighteen.   In  California,  the  law  requires 
that  children  must  attend  full-time  school  up  to  the  age  of 
sixteen,  and  continue  in  part-time  school  up  to  the  age  of 
eighteen.   This  leacis  to  the  third  consideration  which  is 
forcing  educators  to  give  particular  attention  to  vocation- 
al training. 


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6. 

As  a  result  of  these  state  laws,  many  children  are  now 
attending  school  who  cannot  profitably  follow  the  former 
college  preparatory  type  of  study  in  the  High  School.   The 
mental  levels  of  these  children  vary  widely.   The  school 
should  give  tiiem  training  to  fit  their  varying  mental  levels, 
for,  in  a  public  school  system,  education  should  be  based 
upon  the  potential  abilities  of  the  individuals.   Those  who 
expect  to  take  higher  training  in  the  university  may  receive 
a  broader  and  more  abstract  form  of  training,  while  those 
with  low  mental  levels  must  be  trained  in  the  m'lre  specific 
types  of  work,  if  not  in  actual  training  for  process  jobs. 
Without  this  technical  training,  the  time  spent  by  such 
students  will  be  largely  wasted  and  the  student  will  find 
himself  a  misfit  when  he  gets  out  into  the  commercial  world, 
with  such  technical  training,  however,  he  will  be  greatly 
benefitted  and  will,  in  most  cases,  be  a  more  useful  member 
of  the  business  commvmity.   For  this  reason,  a  mixed  curric- 
uliim  of  vocational  subjects  and  cultural  subjects  should  be 
introduced  into  our  High  Schools.   This  is  the  problem  which 
at  present  exists  in  the  secondary  schools  in  the  United 
States  and  particularly  in  California. 

In  the  Universities  of  California  a  similar  situation 
prevails.  They  too  are  receiving  many  more  students  tlian 
formerly.   With  the  increasing  number  of  graduates  from  the 
High  Schools,  a  correspondingly  larger  number  decide  to  con- 
tinue their  studies  in  the  Universities.  Many  of  these 


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7. 

college  students,  like  those  in  High  School,  have  not  the 
mentality  to  profitably  follow  the  established  curricula  as 
they  now  stand.   They  need  training  for  the  serai-skilled 
professions,  with  the  addition  of  a  liberal  amount  of  cul- 
tviral  study.   Such  students  would  be  very  successful  in 
many  of  the  serai-skilled  professions  such  as  drafting  or 
optometry,  while  in  the  more  advanced  professions  such  as 
engineering  or  law,  they  would  prove  unsuccessful  and  be 
crowded  out  in  time.   The  existing  curricula  are  satisfact- 
ory for  students  of  high  mentality,  but  for  students  of 
only  moderate  mentalities,  new  programs  of  study  are  very 
desireable. 

It  is  to  meet  this  situation  that  the  J\inior  Colleges 
have  been  established  as  part  of  the  secondary  school 
system  of  California,   It  has  not  been  the  intention  in 
establishing  the  Junior  Collegos  that  they  should  parallel 
the  first  two  years  in  the  University,  but  the t  they  should 
meet  the  needs  of  students  who  cannot  profitably  pursue  the 
advanced  University  course.   Educators  are  now  engaged  in 
an  effort  to  develop-  curricula  which  will  suit  the  Junior 
College  to  the  needs  of  such  students.   Developments  along 
this  line  have  not  advanced  far  as  yet,  for  the  rapidity 
with  which  the  movement  for  vocational  education  has  grown 
up  has  not  allowed  time  in  which  to  devise  ways  of  meeting 
it.   It  is  the  purpose  of  this  thesis  to  aid  in  solving 
this  problem. 


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8. 

SUBJECT  OF  THESIS 

This  thesis  considers  the  organization  of  a  two-year  cur- 
Iculum  for  architectural  draftsmen  which  gives  the  minimum 
essentials  of  architecture.   The  study  of  architecture  may 
be  divided  into  the  following  fields:  Construction,  Planning 
and  Design,  History,  and  Technique  of  Representation.   Due 
to  the  extensiveness  of  these  fields,  this  study  will  be 
limited  to  the  examination  of  Construction,  and  Planning  and 
Design.  An  examination  of  the  remaining  subjects  will  be 
postponed  for  future  study. 

At  ttiis  point  it  may  be  well  to  observe  that  the  leaders 
in  vocational  education  maintain  that  every  man  should  be 
trained  for  the  position  which  he  is  to  fill  no  matter  how 
simple  in  its  duties  that  position  may  be.  Repeatedly  in 
even  the  most  routine  process  jobs,  a  short  training  has  re- 
markably increased  the  worker's  efficiency.   In  the  case  of 
architectural  draftsmen,  their  duties  are  varied  and  Involve 
consideraole  responsibility,  a  fact  which  would  justify  a 
course  of  training  for  the  men  who  occupy  these  positions.   In 
New  Zealand  the  need  for  this  training  has  been  recognized  by 
the  New  Zealand  Institute  of  Architects.*  They  have  establish- 
ed a  series  of  examinations  to  determine  various  degrees  of 
competency,  ranging  from  junior  draftsmen  to  head  draftsman. 
These  examinations  imply  a  thorough  training  on  the  part  of 

*Proceedings  of  the  New  Zealand  Institute  of  Architects, 
Vol.  No.  2,  1918-19,  and  Vol.  No.  Ill,  1920. 


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9. 

those  taking  them. 

In  the  United  States,  on  the  other  hand,  no  system  of 
training  draftsmen  has  been  thus  far  developed.   At  present, 
training  for  draftsmen  is  carried  on  largely  by  draftsmen's 
clubs  organized  for  that  purpose,  by  extension  courses,  and 
by  courses  in  a  few  of  our  Eastern  colleges.   The  University 
of  Pennsylvania  offers  a  two-year  course  in  architecture  for 
architectural  draftsmen,  Cornell  University  offers  a  simi- 
lar course.   Both  of  these  courses  expect  that  the  drafts- 
men who  take  them  have  had  experience.   They  are  not  for 
beginners.   Pratt  Institute  offers  a  course  in  architecture 
suitable  for  draftsmen,  in  which  the  structural  side  of  the 
work  is  greatly  emphasized.   This  course  may  be  taken  by 
beginners.   Columbia  University  gives  an  extension  course 
for  draftsmen  which  leads  to  a  certificate  of  proficiency 
after  the  equivalent  of  a  four-year  course  has  been  taken. 
This  course  may  be  taken  by  beginners.   In  California,  no 
direct  architectural  study  is  to  be  had  in  which  a  drafts- 
man may  get  a  systematic  training.   This  thesis  proposes, 
therefore,  to  organize  a  curriculum  of  architectural  studies 
to  meet  this  need.   This  curriculum  should  be  of  direct 
value  to  architectural  draftsmen  who  expect  to  take  only  a 
two-year  course  of  training. 

The  development  of  a  course  in  architecture  requires 
the  study  of  two  questions.   These  are:   What  subject  matter 
shall  be  taught  in  each  field  of  study,  and,  How  the  subject 


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10. 


matter  of  each  field  may  be  organized  into  a  workable  cur- 
riculum. It  is  with  the  study  of  these  two  questions  that 
this  thesis  deals. 


11. 


PART  TWO 
CONSTRUCTION 

The  first  of  the  fields  of  architecture  to  be  studied 
will  be  the  field  of  Construction.   The  first  consideration 
to  demand  attention  is  the  method  of  determining  what  sub- 
ject  matter  should  be  taught  in  a  course  in  architectural 
construction. 

METHOD  OF  DETERMINING  SUBJECT  MATTER 

The  subject  matter  of  the  course  in  construction  has 
been  determined  by  an  analysis  or  survey  of  the  types  of 
construction  that  must  be  known  by  a  draftsman  in  order  to 
pursue  architectural  drafting.   Prom  this  analysis,  those 
items  will  be  selected  which  are  essential  to  the  making  of 
working  drawings  of  the  types  of  buildings  which  may  occur 
in  practically  all  offices  where  the  architect  does  not 
specialize. 

ANALYSIS  OF  THE  FIELD  OF  CONSTRUCTION 

The  field  of  Construction  may  be  divided  into: 

Wooden  frame  buildings. 
Semi-fireproof  masonry  buildings. 
Slow  burning  wooden  mill  construction. 
Fireproof  masonry  construction. 
Steel  frame  buildings,  and 
Concrete  frame  buildings. 

Each  of  these  types  of  construction  has  been  subdivided 


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12. 

into  their  more  Important  parts.   These  will  be  found  in 
Table  I  on  page  19. 

SELECTION  OF  ESSENTIAL  MATERIAL 

The  basis  of  determining  what  is  essential  to  the 
architectural  draftsman  may  be  derived  by  finding  out  what 
work  must  be  done  by  the  draftsman  in  the  average  architect's 
office  and  what  fundamentals  must  be  known  by  him  in  order 
that  the  drawings  may  be  made  efficiently  and  at  the  least 
expense.   The  types  of  construction  which  an  architectural 
draftsman  will  have  to  do  are  enumerated  below.   In  each 
type  of  building,  it  is  imperative  that  the  draftsman 
should  know  how  the  building  is  constructed.   It  is  not 
possible  nor  desireable  to  study  all  the  facts  which  are 
encountered  in  each  type  of  construction,  because  these 
vary  in  different  offices  and  for  different  jobs.   The 
underlying  principles,  however,  are  necessary  for  the 
efficient  draftsman  to  know.   The  structural  principles 
should  also  be  understood,  but  it  is  not  necessary  that 
the  drrftsman  should  have  gained  mastery  of  the  method  of 
calculating  loads  in  various  types  of  construction. 

In  addition  to  a  knowledge  of  how  the  building  is 
constructed,  it  is  also  necessary  to  know  the  conventional 
symbols  and  methods  of  dimensioning  a  drawing. 

Of  the  divisions  of  the  field  of  Construction,  the 
wooden  frame  building  occurs  most  frequently,  usually  in 


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13. 

the  form  of  a  private  residence.  All  the  subdivisions  of 
this  type  of  construction  are  important  and  must  be  known 
in  all  architectural  offices.   Semi-fireproof  masonry  con- 
struction is  also  very  important,  and  jobs  involving  this 
type  of  construction  come  up  in  nearly  all  offices.   Slow 
burning  mill  construction  does  not  occur  very  frequently 
except  in  offices  that  specialize  in  it.   However,  certain 
structural  principles  of  slow  burning  mill  construction  ere 
involved  frequently  in  wooden  frame  construction  and  semi- 
fireproof  masonry  construction.   For  this  reason,  a  limited 
amount  of  time  needs  to  be  devoted  to  the  subject.   Fireproof 
masonry  construction  also  occurs  frequently.  This  type  of 
construction  involves  considerable  technical  knowledge  of 
architectural  engineering  and  is  frequently  done  by  special- 
ists.  For  this  reason,  only  a  few  of  the  underlying  prin- 
ciples of  this  type  of  construction  need  be  studied.   These 
few  principles,  however,  are  essential  to  be  known  in  order 
that  the  draftsman  may  work  more  intelligently  in  handling 
the  remaining  part  of  the  drawings,  even  though  he  should  not 
try  to  design  the  structural  work  himself.   The  steel  frame 
building  and  the  concrete  building,  on  the  other  hand, 
usually  occur  in  offices  that  specialize  in  that  type  of 
construction  or  have  a  specialist  in  the  office  to  do  this 
part  of  the  work.   For  this  reason,  these  two  types  of  con- 
struction will  be  omitted  from  the  study,  since  they  repre- 
sent advanced  fields  of  construction. 


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14. 

BASIS  OF  ORGANIZING  SUBJECT  MATTER 

Once  the  subject  matter  of  any  course  has  been  deter- 
mined upon,  the  governing  principles  that  determine  the  or- 
ganization of  the  subject  matter  in  the  course  must  be  dis- 
covered. These  principles  are: 

1.  New  matter  should  be  presented  as  an  outgrowth  of 
the  old . 

2.  New  matter  should  be  presented  in  small  enough 
amounts  at  a  time  to  be  readily  learned  and  re- 
tained in  the  memory. 

3.  Work  already  given  should  recur,  if  possible,  at 
frequent  intervals  until  the  student  has  had  time 
to  master  it. 

4.  Imitation  of  good  models  should  be  used  as  a  means 
of  gaining  appreciation. 

5.  Work  should  be  motivated  by  practical  applications 
and  by  competitions. 

6.  Each  larger  step  of  the  course  should  be  of  prac- 
tical value,  if  possible,  without  further  and  con- 
tinued study. 

7.  The  course  must  have  unity. 

8.  The  demands  of  other  courses  upon  the  student's 
time  must  be  taken  into  consideration. 

ALLOTMENT  OF  TIME  FOR  EACH  COURSE 

Before  any  of  the  fields  which  are  being  studied  can  be 
arranged,  it  is  necessary  to  assume  a  minimum  time  allot- 
ment for  each  of  them.  The  time  allotment  given  bnlow  has 
been  made  after  each  of  the  fields  has  been  examined  in 
detail.  Additional  time  may  be  given  any  one  of  these 
fields  as  circumstances  permit.   This  would  result  in  a 


'^JAAvnC     ...    v-.XaA8 


:  on 


ntli 


.**viiJ 


-ttviS 


t«4|mI) 


9<f   n»n  9^s 


fif\ 


a«  ebl9l! 


15. 

much  mor<9  comprehensive  training  In  that  particular  field. 
But  in  order  to  allow  for  a  flexible  curriculum,  it  will 
be  assumed  that  the  student  is  required  to  spend  the  equi- 
valent time  necessary  to  make  twelve  units  of  work  as  de- 
fined by  the  University  of  California,  i.e.  three  hours  of 
laboratory  or  drawings  are  required  for  one  unit  of  credit. 
For  administrative  purposes,  the  credit  value  used  at  the 
Architectural  School  at  Columbia  University  might  be  used 
to  better  advantage.  According  to  the  credit  system  used 
there,  two  hours  of  drawing  or  drafting  are  required  for 
one  point  of  credit.   If  this  system  were  used,  the  minimum 
value  required  would  be  equivalent  to  sixteen  points.   In 
dividing  the  time  between  the  various  courses,  it  has  been 
found  after  preliminary  investigation  that  the  courses  in 
Construction,  Design,  and  Planning  are  about  equal  in  im- 
portance. The  course  called  "Architectural  Forms"  which 
supplements  the  course  in  Design  does  not  require  as  much 
time. 

For  the  fields  of  architecture  that  have  not  been 
studied  in  this  thesis,  an  approximate  time  has  been  allow- 
ed in  order  to  obtain  a  working  basis.   The  history  of  arch- 
itecture and  freehand  drawing  have  been  allowed  tne  time 
that  is  devoted  to  these  subjects  in  the  School  of  Architect- 
ure at  the  Columbia  University.   The  study  of  graphic  rep- 
resentation has  not  been  allowed  as  much  time  as  is  allowed 
it  at  Columbia  University  or  the  University  of  California. 


•  bldll   TaxijGx.*TBq   jsiij   ill  ^rii-  .axiaaai "joioo   ©to®     rji,-: 

XXiw   .ti  J9   •£  u8 


ClSiftV 


-  -^  ;»    '■ 

to 

inirai 

ft.}.  ^ 


Itfl 


This  has  been  done  because  the  student  is  expected  to  have 
had  orthographic  projection  in  his  course  of  high  school 
drawing,  and  the  problems  covered  in  this  subject  should 
be  sufficient  to  solve  most  of  the  problems  that  arise  in 
ordinary  practice.   The  more  difficult  problems  which  oc- 
casionally arise  in  graphical  representation  are  for  the 
architect  or  head  draftsman  to  solve.  Until  these  remain- 
ing fields  of  architectural  study  have  been  carefully  ex- 
amined, this  time  allotjnaent  will  be  made  to  them,  thercbe- 
ing  sufficient  flexibility  in  the  carriculum  to  allow  more 
time  if  needed  in  actually  carrying  out  this  curriculum. 
The  estimated  time  allotted  to  each  course  is  given 
below,  both  in  accordance  with  the  credit  value  system 
used  at  the  University  of  California  and  the  one  used  at 
the  School  of  Architecture  of  Columbia  University.   The 
credit  value  for  each  arrangement  of  hours  is  also  included, 


avert 


-nj 


U    ,  s 


■  iBiiiiJOlTUfO     Si  .  "i.T 


TIME  ALLOTMENT  AND  CREDIT  VALUE 


ITi 


gnlv.  of  Calif. 
Hours  Units 
6     2   . 


Coliunbia  Univ. 


Hours 
6 

Points 
3 

6 

3  ^- 

6 

3 

4 

2 

4 

2 

2 

2 

1 

1 

29 

16 

Construction 

Design 6     2 

Planning 6     2 

Architectural  Forms  .  .   3     1   ."^H^*  .  . 

Freehand  Drawing.  ...   6     2   

Hist,  of  Architecture  .    2     2   

Graphical  Representation  1     1   

Total  30    12 
The  credit  value  at  both  of  these  institutions  is  based 
upon  a  term  of  sixteen  weeks.  Most  of  the  Junior  Colleges  in 
California,  however,  have  a  term  of  twenty  weeks.   In  order  to 
make  this  curriculum  sufficiently  flexible,  and  in  order  to 
meet  the  varying  need  of  different  Junior  Colleges,  each 
course  will  be  organized  upon  a  basis  of  sixteen  weeks. 
Where  the  additional  four  weeks  remain,  the  extra  time  may  be 
used  by  the  instructor  to  cover  problems  of  special  difficulty 
that  often  arise,  or  problems  which  he  feels  are  necessary  to 
add  to  the  program  indicated  in  this  thesis. 

Each  of  the  courses  covered  by  this  thesis  will  be  organ- 
ized on  a  basis  of  the  time  allotment  indicated  above.   This 
will  allow  ample  time  to  include  some  cultural  subjects  each 
semester. 


h;- 


oJ 


ar 


'3308 


18. 

CONCLUSION 

COURSE  IN  CONSTRUCTION 

Organizing  the  material  on  a  basis  of  the  above  factors, 
the  large  divisions  of  the  course  of  architectural  constru- 
tion  are  as  follows: 

First  term wooden  frame  construction. 

Second  term semi-fireproof  construction. 

Third  term semi-fireproof  construction  and 

slow  burning  mill  construction. 

Fourth  term introduction  to  fireproof  mas- 
onry construction. 

Many  sections  of  each  of  these  divisions  can  better  be 
studied  'in  some  other  connection.   The  disposition  of  the 
subtopics  of  each  type  of  construction  will  be  found  in 
Table  I,  page  19.   This  is  explained  by  the  note  which  pre- 
cedes it. 


,31 


Vl-^TT.    -  T'-.i/i 


9tii 


ciftOllOi     a&    9tB    ilOiJ 


rvjn  f    ^  •■  f  f*^  ton-  .*r/n  *»••»  ?^«»  ?.-«».':>;'-—  —  — 


h 


19. 


TABLE  I 
CGKSTRUCTICK 


Explanation  of  Table 

The  subdivisions  of  each  field  of  construction  are 
found  listed  below,  on  the  lefthand  side  of  the  paper.   The 
items  which  shall  be  studied  in  each  of  the  four  semesters 
of  the  Junior  College  course'  will  be  checked  ivith  an  (x)  in 
the  four  narrow  columns  on  the  right,  the  first  column  rep- 
resenting the  first  semester,  the  second  column  the  second, 
etc.   In  the  wide  margin  on  the  extreme  right  may  be  found 
remarks  and  references  concerning  the  various  topics. 


c 

Term 

Sub,ieot  Matter 

1 

2 

3 

4 

Remarks 

-  <  - 

WOODEN  Fli/O/IE  CONSTRUCTION 

X 

Excavation  and  Footings 

- 

Basement  and  Cellars 

X 

Underpinning 

X 

Posts 

Construction  of  7/allE  and 

Partitions 
Floor  Construction 

X 
X 

X 

Slow  Burning  Mill 
Construction 

Celling  Construction 

X 

Roof  Construction 

X 

Trussed  Openings 

X 

X 

No  theory  first  term 

Deer  Details 

X 

1 

Window  Details 

X 

Flue  and  Chimney  Construc- 
tion 

X 

Fireplace  Construction 

X 

Construction  of  Steps  and 

Stairs 

X 

,^x 


.^   -^o 


bcurYt 


■\jj        i-UvJ  t    1    ^  V         .?^,  ^. 


no 


P.-i--; 


♦  •)  o  I  r'  i; 


«  tr" 


s'tijIXeC 


ftoliouiiaaoO 


nt^f    -tp.'ii'^    YTosrlt   oVi 


a  J  so  I 


r.  ,'  f.-.t-^r    ^'-j*-TrT 


)n^    6ij  i 


20 


Tern: 

Subject  Matter 

1 

2 

3 

A 

Hemarks 

Foroh  Construction 

X 

Cornice  and  Gutter  Details 

X 

Construction  of  Bay  Windows 

and  rrcjecting  Masses 
Areas  and  Floor  Drains 

X 

X 

Plumbing 

X 

X 

Little  first  term 

Heating 

X 

Elementary  only 

Lighting 

X 

Built-in  Equlpirent 

X 

Miscellaneous 

y 

Or  elsewhere 

MAr.CNRY  COI'STPUCTICK 

WALLS 

Kinds  of  ?.'alls 

Brick 

X 

Hollow  Tile 

X 

Concrete  Block 

X 

Concrete 

X 

No  theory 

Openings 

Window  ■Retails 

X 

Door  Details 

X 

nelievirj;.  Arches 

X 

Lintels 

\ 
Herding  Moments 

X 

Simple  loa'"'!s 

Streri^tn  of  Beams 

X 

Arches 

Construction 

X 

OJC 


fill-X 


j"ii...v3ere  T? 


-tlluP 


aT)  1 1  ^ 


'i'lOaiit    Oil 


Aooif 


\ 


X 


2l 


Subject  Matter 


erm 


Remarks 


Strength' 

Furring 

Exterior  ^inish 
Veneering 

Common  Bonds  in  Brick 
lARTITIcrS 

Kinds 

Seml-fireprcof 
Fireproof 

Details  of  Openings 

Bearings  for  Partitions 
FLOORS 

Wood 

Framing  Methods 
Beams  and  Girders 

Fireproof 

Kinds  of  construction 
Methods  of  Framing 
Surface  Treatments 
BeamiS  and  Girders 
Size  of  3earr;s 

Live  and^  Dead  Loads 

Bending  Moment 


X 


Elon;.    Forn;ulas   onl3/ 
Steel   only 


See  Building  Code 


Simple  loads 


is 


I  abnofl 


looTqsT  t't-{ 


art 


<x 


ft,      JK 


ayfj 


22. 


'J'erm 

Subject  Matter 

1 

2  . 

i 

Remarks 

Relation  of  Construction 

to  "'locr  Above 
Hanging  Ceilings 

X 

■^urrlng 

X 

ROOF  CONSTRUCTION 

Vlat  Roof 

Surface  Loads 

X 

Finishes 

X 

Spacing  of  Conductors 

X 

■  =  Construction 

X 

X 

See  Floor  Cont. 

Pitch  ^oofs 

Surface  Loads 

X 

Wind  Pressure 

1 

X 

Finishes 

X 

Spacing  of  Conductors 

X 

Construction 

■ 

Wood  Construction 

X 

X 

^1 reproof 

Omitted 

TRUSSES 

Stresses 

X 

Simple  Cases  Only 

Construction 

'Vood 

> 
SteeV 

X 

X 

Simple  Cases  Only 

II           W         H 

FOOTINGS  /Jv'D  FOUND/^TICNS 

Under  "^alls 

X 

X 

Under  Coluirns 

X 

Simple  Cases  Only 

/ 


.ss 


■a-- 


■-^;iiT 


a- 


•tool 


»TtJa'3;'"'. 


«'SoJr 


ii3-iai.      ; 


i,f  p.n:i! 


YlnO 


rrG    39' 


„  '->    ,>•.._( 


23. 


Term 

Subject  ^:attcr 

1 

3 

4 

Remarks 

BASEMENTS 

Thickness  of  Walls 

X 

Water  Proofing 

X 

^^R.EAS  AND  FLOOR  DRAIi:S 

X 

INTEPICR  COLUMNS 

Wood 

X 

Steel 

X 

Simple  Cases 

Concrete  Piers 

Omitted 

Brick  Piers 

X 

Formulas 

X 

Simple  Cases  Only 

FIRE  PKCCF  STEPS 

X 

No  Formulas 

PLUMBING 

X 

HEATING 

X 

Simple  Theory 

LIGHTING 

X 

EXTERIOR  CORNICES 

Construction 

X 

INTERIOR  WOODWORK 

Detailing 

X 

SYM30LS 

* 

Method  of  DiiTiensicning 

X 

X 

X 

Symbols  of  V.aterials 

X 

X 

X 

Symbols  of  ^^ixtures 

X 

X 

X 

.es 


^fii'ioo* 


faoo' 


=  r-" 


I"^.* 


Oto.'.  J  i..T>^ 


I      1       I 


!2j3iiJ 


y/l:}-il. 


["i 


.;.tiJcli/^J^a . 


nil 


-T  r  f  Gt-> 


10    St  I 


24. 


Prom  Table  I  the  subject  matter  for  each  term  may  be 
found.   It  is  impossible  to  organize  a  course  from  this 
data  which  will  be  entirely  satisfactory  the  first  time  that 
it  is  tried,  for  many  weak  spots  are  sure  to  arise  where  the 
sequence  of  the  material  is  too  difficult  for  the  students 
cr  where  tl^e  time  allotted  to  some  subject  was  incorrectly 
estimated.   In  view  of  this  fact,  the  following  list  of 
plates  covering  the  first  term's  work  in  the  field  of  arch- 
itectural construction  is  given  only  as  a  suggestion  to  in- 
dicate a  method  of  instruction  that  might  be  carried  out  in 
each  semester. 


.w 


aiii.?  -rot'!   fri. 
"     ..J    sa.xj    J  j'li  i    3aJ'  V 


25. 


t?:enty-one  plates  on 

WOODEN  FRAiiE  CONSTRUCTION 

Plate  1   Details  of  Wall  Construction  (See  Fig.  158,  p.  28) 
Plate  2   Methods  of  Dimensioning 

Plate  3   Dimensioning  Problem  (A  white  Print  of  a  simple 
plan  on  which  the  student  is  to  supply  the 
dimensions)  and  Dimension  Lines 

Plate  4   Fireplace  Construction 

Plate  5   Symbols  (Plumbing,  Electric,  etc.) 

Plate  6   Copy  of  a  Typical  Plan  (See  Fig.  156,  p.  28)  . 

Plate  7   Foundation  Plan  for  Fig.  156   (To  be  worked  out 

by  student.) 

Plate  8  Details  of  Roof  Construction 

Plate  9  Cornice  and  Gutter  Details 

Plate  10  Roof  Plan  for  Fig.  156 

Plate  11  Door  Details 

Plate  12  Window  Details 

Plate  13  Copy  Typical  Elevation  (See  Pig.  157,  Page  28) 

Plate  1'  Step  and  Stair  Construction 

Plate  15  FY-aming   around  Wall  and  Floor  Openings 

Plate  16  Floor  Plan  (to  be  developed  from  a  sketch  of  a 

small  bungalow) 

Plate  17  Section  of  the  Same 

Plate  18  Elevation  of  Same 

Plate  19  Roof  Plan  for  Same 

Plate  20  Foundation  Plan  for  Same 

Plate  21  Typical  Details  for  Same 


(8S    .q    ,851    .Bi"^   ae-)    noiiounJano')  II  .Tlfa-s: 


3.U    ^JTqqus  <^ 


tlv. 


( .  ?wr #   ,0  vj  f  1 )    fi lodff- 


(8?. 


A  wy  X 


iicUouiiBnoQ  looff  ^o  aliJi^ 

S^I    .^IT    lot  aali  looH     01    e 
8l  Toon 

(6S  e  oO     £1   o^ai 

noi.tai/'--  f    9i^I' 


26. 


The  f.olloYdng  descriptions  are  given  to  shov;  in  detail 
hov;  the  work  mc^y  be  arranged  following  the  outline  given  on 
the  preceeding  page. 
LESSON  I 
Construction  Details . 

1.  Explanation  of  construction  may  be  given  by  means  of  a 
la;ture  oy  the  instructor,  by  reports  of  students,  by 
the  use  of  a  syllabus,  or  by  the  use  of  a  text. 

2.  Description  of  Plate  I: 

a.  Section  through 

1.  Pottings 

2.  Underpinning 

3.  Flooring 

4.  Ceiling 

5.  lioof 

b.  Plan  of  studs  at  corner  of  house 

c.  Elevation  of  framing  at  cor.ier  of  house 

d.  Tabulation  in  brief  of  Specification  Data. 

3»  Sp e c i f i cat  1  ons  to  be  v/ritten  up  more  fully  as  the  stu- 
dent progresses  in  the  form  of  a  card  inaex. 

a.  .;stimated  time--6  hours. 

LESSON  II 

Symbols   of  Methods   of    i dimensioning . 

1.  Explanation  of  dimensioning  and  symbols 

2.  DescrijfiLon  of  Plate 

a.  WindoY/  symbols 

b.  Door  symbols 

c.  Symbols   for  materials   and   sections 

d.  Method  of  dimensioning 

e.  Application  of  above 

3.  Estimated  time- -3  hours. 


.^ 


ao  neyxs   shIUl-c  o. 


a-iii' 


-uie  9i 


Bl 


s /'..■■  x*rjoE 


f^,li 


27 

jj!ssai  VI 

Typical  Plan. 

1.  Copy  Figure  156 

2.  Scale  -i"  =  i»  o" 

3.  Time  —  9  hours 

i^ote:   This  plate  ho5  been  used  in  class  at  university 
of  California  end   can  "be  done  in  ink  in  9  hours. 

KBaSOlT  XIII 

Type  a le vat ion. 

1.  Copy  Figure  157. 

2.  Scale  :J-"  =  I'O" 

3.  Estimated  time  --  3  hours 

Hote;   This  plate  also  has  laeen  used  at  the  University 
of  California  and  can  De  done  in  3  hours. 


^5 


.vax  &<i^ 


axxiOii  c. 


-^^is-ijiv .. 


'du    i.U- 


'*f^^-2' 


o 
J 
d 

c   > 

O 

o 

I& 
S 


> 


<( 


h 

J 

u 

to 


> 


1_/CSn 


a?. 


PAPT  TliREE 
DESIGN 

THE  PELA^ICN  OF  DESIGII  AND  PLANNING 

design  and  planning  are  closely  related  and  frequently 
need  to  be  studied  together,  but  the  principles  underlying 
design  may  not  always  be  studied  to  best  advantage  in  the 
seme  problems  where  planning  is  the  important  feature.   For 
thiP  reason,  design  and  planning  pre  considered  separately 
in  this  the'sls  until  the  principles  of  eacn  are  sufficiently 
understood  to  admit  of  being  combined  into  one  course,  which 
is,  of  courafi .  the  ultimate  goal. 

'"he  content  of  the  course  in  design  has  been  deter- 
m.ined  by  examining  the  factors  which  make  for  the  attainment 
of  the  desired  goal,  that  is,  fecility,  originality,  and 
refinement  in  design.   These  factors  are;  first,  the  analysis 
of  what  makes  a  pleasing  design;  second,  the  acquisition  by 
the  student  of  an  appreciation  of  refined  proportions;  third, 
the  accumulation  of  a  knowledge  of  the  forms  of  architectural 
expresr-ion;  fourth,  the  acquisition  of  fccility  in  designing. 

The  principles  underlying  good  design  are  difficult  to 
formulste.   A  satiafRctory  and  complete  statement  of  what 
makes  good  01^  bad  design  has  not  yet  been  framed.   3eauty  of 
design  depends  upon  the  excellence  of  proportion  of  the 
various  parts,  and  their  relationship  to  one  another.   Every 
la#  that  has  yet  been  laid  down  as  a  scientiiic  oasis  of 


Yf3.t. 


.Jt"si 


.OS    M>.. 


30. 
proportion  has  been  so  questionable  as  to  be  unsatisfactory 
as  a  working  basis  for  design  and  is  of  use  only  as  a  check. 
While  a  general  scientific  basis  of  design  has  not  yet  been 
discovered,  certain  specific  arrangements  of  masses  have 
been  found  which,  when  followed,  result  in  designs  that 
usually  look  well  and  satisfy  the  eye,  provided  that  the  pro- 
portions of  each  part  and  the  proportion  between  parts  be 
good.   These  have  been  reached  by  an  analysis  of  the  field  of 
design  and  the  classification  of  designs  into  several  groups. 
Certain  groups  of  designs  are  found  to  be  satisfying  to  the 
eye  provided  that  the  parts  are  well  proportioned,  while 
ethers  are  always  unpleasing  to  the  eye.   From  such  a  pro- 
cedure J.B.Robinson  has  formulated  certain  principles  of 
design  in  his  book,  "Architectural  Composition." 

In  dealing  with  the  design  of  the ' bulla tng  as  a  whole, 
his  first  classification  is  on  a  basis  of  vertical  divisions 
of  the  building  which  £  re  pleasing  to  the  eye.   These  are, 
in  brief: 

1.  A  single  mass. 

2.  Two  masses  with  a  connecting  link. 

3.  Three  masses  with  two  connecting  links. 

4.  Any  of  the  above  three  with  appendages  on:-- 

(a)  Both  ends. 

(b)  One  end  only.  »fttrr- 

6.  One  large  mass  balanced  against  a  great  number  of 
details. 

6.  Subordinate  masses,  which  may  be  classified  similarly 
to  the  large  masses. 


-^■1 J  jut  lot  J  «aiiij   uu    jJ   afi   Q-ld'iiijxj  svuy   on   ;i39o    aja^i  noiJToqoiq 

(19^6   .t'^v    Jon   88ri   ngiaeb  1o   alasd   rilliin'ilf.-    fa-^f^r.-^i-i    s   -=»]■ 
flvsil   aeaaam  to   8J^fJine2^a^^G   oiliosqa   aiaJTso    » hensvooaiii 
iar'i   analasb  nl   ^Xubst    ,bfewoiIol   n&nw   ,riolrfw  bni/ol  nond 
-o"fq   9riJ    is.-f'    't^'-f'^oTi    ,^Y^   ^'^•^  YlaiJBa   bne   Hew   ji'-^v'"   •     ' 

8d    8.tTflq  neewJsd   rtoilioqoTiq   eri^   biiB  JTSq  rioss  "io   eiioilToq 

1o   bisll    9ri^  lo   3 Ir^J^ **•"'«    *'«  Yc*   f>©rios9t   no^d    avisri  saef-f^      ..booj^ 

.sqi/OTjs   IS16V9S    oJ.)..    «;ii^i,c8 ■■  .ioiJaoj.ii-i.isIo   aaJ   van  i-^xsa- 

erl^   oi  jiniiclialiae   9Cf  oJ    bm/ol   ata   analasb  la  aquons  niaJiaO 

«Xirfit  ^bfffTDi.J'ToaoTn   IIsw   -^tfl  -aJtsq   »iii   iarii   bshlvoT::   3V9 

-OTq  fi  fioua   mo  a'      .9^-  -jJ   anlRsgiqni;   ayswlQ   stjj    sigrlJo 

'to   8!iIq2nniTq   nis^Tsn    bsiBlumio't    Sflfi   noanidofi.a.T.   9^^/foeo 

"  .no  C  t  ^s 'iiimnn    XiTryct  r>«i.t  ?rfn-T  *."        -0  or'     -•?■'    nf     rinjacih 

,«Ioriw   B  as  j^iioiiwo   aiiJ  to  iijiiesb  «riJ   ilii*  a^-i--^"^'^ 
anolsivib  XsoiJnsv  lo  aXaari   8  no  si   noil«olTt«««Xo  ^stfi   ata 


^eiB    saDfiT      .3^6   sflJ    .j.;    ^■.■.j.ar,sl'i    "'         -^  !' 


li  X  '  JJL   JLI. 


r'tstTd    ni 

.TinlX   snl-toftniiuo   a  :iJ m   aosasn;  o   '"    .'^ 

.ftTinl.r  gnl-toftnaoo  owJ  riiiw  aeaasm  natrfT    .5 

--:no   R3a«bn9nqB   rlilw    riBT.-i.T    gvode   arix'     ...    ,  r*.    .^ 

.abna  riJoG  (/; 
•YXno  bns  enO  (d; 

to  tadffljjn  i^f^Tji   a   ianiaga  beonsXad   aaam  agiaX   anO   .3 

.aXlaieb 

YXnaXifflia   bdXlXcaisXo   ad  ^lBm  tiQlrfm   ,««aaRm  aianibtodjjS    .B 

.asaaein  sgaaX   erfi   o;^ 


31. 


His  second  division  is  on  a  basis  of  horizontal  divisions. 
These  are: 

1.  One  horizontal  member,  especially  if  capped  with  a 
heavy  cornice. 

2.  Two  horizontal  divisions  with  cornice  as  a  crowning 
member. 

3.  Three  horizontal  divisions  with  widest  dimension  in 
the  middle. 

4.  More  than  three  divisions,  treated  as  a  modified  form 
of  three  divisions.* 

The  second  factor,  the  acquisition  of  an  appreciation  of 
refined  proportion,  becomes  necessary  in  the  absence  of  any 
definite  rule  as  to  what  constitutes  good  proportion.  This 
appreciation  can  be  gained  by  the  constant  seeing  of  buildings 
that  are  in  good  proportion  and  the  copying  of  these  buildings 
in  sketches.   This  demands  that  the  student  must  be  familiar 
with  the  history  of  architecture  and  the  important  buildings 
of  different  ages  and  different  styles.   The  discussion  of  the 
history  of  architecture  is  not  included  in  this  thesis.   In  ad- 
dition, however,  to  the  course  in  the  history  of  architecture, 
the  student  needs  to  be  shown  good  examples  of  various  styles 
that  will  illustrate  the  problem  that  he  is  working  on  .  At 
the  early  stages  of  design,  imitation  is  a  valuable  aid  in 

^ainin^  an  ajp^reciation^of  ^  the^  styles  of  architecture. 

It  will  be  noticed  that  the  modern  treatment  of  many 
skyscrapers  is  a  development  since  this  book  was  published. 
This  need  not  affect  the  present  discussion,  for  it  is  far 
beyond  the  limits  of  this  problem. 


.IS 


.anolatvtb   I'i.+  msxTori   lo   aJtasd   a  no   al   ncialvlfa   bnooes   aJt?' 

:9^fi   sasilT 
B  ri^lw   bsqqfio  11    x^lBloeqae   ,Tedra9ra   la^nosliori  anO    .1 

3^1nwo^o   e  as  soimoo  riilw  anoialvlb  iB^nositort  owT   .S 

nl.nolanamlb  Jaebiw  ililw  enoislvlb  Ijainosliori  3©-ulT   .£ 

.9lbblm  «rii 

nno'l   bslllboffi  b  aa  bstasaJ"    ,anolelvib   99^rid•  nadi   aioM   .^ 

*.«nolatvib  sairlJ^  to 

lo  nni  tr^toaiqqr?   ns  "^o   nolilaii/poa  arii    ^^oJo<J1   bnooea   ?5ri'" 

^Hii    lo   ■stonsads   srlJ   ni   ^jTssaeoon  aeccorsd    ,aoiiToqo'iq   DsnliST 

eirtT      .nolJ'^oqo^q  boos  aejuiiianoo  iariw  o^   as  elwi   siinllsb 

aanibX^ud  lo  sjritaea  Jnslanon   srlJ   ^d  benJtBj    ■^•^   -.»'>    roff-=??ri'>'fqq6 

agnifaliud  ©aodJ   1o  sniyqco   9xii  fexjB  nolJioqqaq  0003  «i   ©la   Jsrii 

T^^iliiaal    9d   J  sura   insbtrts   »fU   isriJ    abrusiasb   alriT      .gf»rioi9>la   nl 

aaalbXxjjd  JfiBiioqiai   OiJ      li'^   •.;  !jj..*DeJL!oT:"   "*      "-r  : 

erii  To  noiaauoaib  ariT      .aal^Ja  i^©^^■i■il&   oaa  eogfi  in9a9"iT:ib  "io 

,9^uJc9Jirio^Q    10  Y^o-^iii   OiU   ;iJt   ssijjoo   9r.J    oi    ,19/3^0;:    ,noxJxD 

ael^Ja  auol-isv  'lo   aslqraaxe  boog  aworla   9<J  bl  abaen  insbiiia  grli 

JA      .    no  ^nt-Aioii   al   '"-^   vtsrIJ   rn*?  rf?-;-t>T  '^ri   '♦.rsTjairlli    IIlw   i^rl,? 

nt   bia  eldsulsv   s   ai    noii<3Jiinl    ,1131390    io   893BI8   ^Itsa   QdJ 

.9^u,Jo9ilfj07a  'iosglYJa   9di^lo^noliBlo9'T(jgB  ne  §'7^?^f§ 

i^naaj  to   i^9raJ«^^J   xngbora   9/IJ   Jsrli   bee.  v.  ,,.   od   Iltw   il 

.bgrlaiXduq  aaw  :iood   airiJ   9oniB  ^ngiaqolevsb  a  al  8T9q8no3YJ<a 

ibI   al   il   aol    ,nolaauoaib   Jn»a9'T'!   «»rit   i^o^lis   >ton  been  eliiT 

.maldoiq   siiij    lo   aJirall   gd-t   Lii.j--iq 


52. 

The  thirc'  factor,  the  accumulation  of  a  knowledge  of  the 
forms  of  prchitecture  and  ornament,  is  of  such  importance  as 
to  deserve  being  organized  into  a  separate  course.   Moreover,, 

this  knowledge  can  be  gained  more  readily  if  studied  indepen- 

4he  course  in 

dently  ofyy^Design.-  Accordingly,  the  study  of  the  forms  of 

architecture  and  ornament  has  been  incorporated  in  tiie  course 
called  "Architectural  Perms."   However,  at  the  beginning  of 
the  course  in  Design,  a  few  .of  the  forms  of  architecture  are 

so  necessary  that  they  will  be  incorporated  into  it.   These 

^'/(page  44),  .„   '  .»\ 
forms  may  be  found  listed  in  Tables  Ilj^and  IIl(.P«'-ge  47} 

The  fourth  factor  deals  with  the  acquiring  of  facility 
in  design.   This  involves  an  understanding  of  the  technique 
of  getting  architectural  ideas  en  paper,  and  also  practice 
in  applying  this  knowledge.-  The  technique  of  designing  has 
two  phases.   The  first  is  the  skill  in  drawing  and  in  render- 
ing architectural  ideas.   This  comes  undei-  the  course  dealing 
with  graphic  representation,  which  is  not  studied  in  this 
thesis.   The  second  phase  deals  with  the  method  of  studying 
a  design.   The  procedure  of  developing  an  idea  from  the  first 
conception  to  the  finished  drawing  is  as  follows.   The  first 
idea  is  placed  on  paper  at  a  rather  small  scale.   The  sketch 
is  then  enlarged  one  or  more  times  until  the  scale  of  l/4"  " 
1'  0>"  is  reached.   This  is  the  scale  of  the  dimensioned  work- 
ing drawing.  At  this  scale  all  of  the  larger  proportions  are 
set.   The  details  are  tlien  enlarged  to  the  scale,  3/4"  -   1'  0", 
full  size,  or  any  other  convenient  scale. 


.ifc 


villi:-  t^^f•i■^^.>. 

atrplnx:oei   o.iJ   'io 

ft 

-  ts&nsT   it!    D*- 

:  ie  "lo        ..    ■   . 

iaTll    e  .  a*i   ai  o^   t: 

-  "  A  r 


l«n3  JJlw 


)ia   3fi0i. 

tT  ^      »  r      -     W  t A  ▼ .   •    ^  . 


33. 

In  perfcnrir.g  these  cperations,  five  principles  must  be 
kept  in  mind  to  reach  a  successful  and  efficient  solution  of 

a  design  or  "pro jet."   They  are  as  follows; 

^general 
1»  Ti,ie j^roportlons  can  be  best  determined  in  simple  masses 

at  a  fairly  small  scale. 

2.  The  details  of  the  finished  building  ir.ust  be  subordinate 
to  the  whole  and  in  the  sair.e  proportion  as  they  v>fere  in  the 
preliminary  drawing  at  small  scale. 

3.  The  design  cannot  be  developed  inaependently  of  the 
plan. 

4.  The  elevation  is  dependent  upon  the  section. 

5.  The  structural  consideration  of  the  building  must  always 
be  kept  in  mind  rs  the  design  is  being  developed. 

Suirmarizingj  the  four  factors  of  design  which  form  our 
basis  of  selecting  the  content  of  tne  course  in  design  are: 
first,  ti i    analysis  of  what  makes  a  pleaping  design;  "second, 
the  acquisition  by  the  student  of  an  appreciation  of  refined 
proportions;  third,  the  accumulation  of  a  knowledge  of  arch- 
itectural forms;  and  fourth,  the  acquisition  of  facility  in  . 
design. 
BASIS  OF  ORGANIZIKG  SUBJECT  I.^ATTER  INTO  A  COURSE 

The  principles  controlling  the  organization  of  the 
subject  matter  into  a  course  in  design  have  been  stated  pre- 
viously in  the  discussion  of  the  field  of  construction.   The 
correlation  of  the  courses  in  design,  in  architectural  forms 
and  in  planning  influence  the  organizing  of  the  subject  matter 


^r 


iJuIoa   Jnoioilra 


,  ■^:  ^-r.    J  i. 


;i€   ni   l59niiijtsJdi)   JseC   c 


IjS   ^i:.  'iJ    'IQ    iv 


at  V  tin  nj8   or; 


34. 

in  each  of  these. 

In  coneidferinig  the  first  facte  in  the  study  of  the 
field  of  deri^n,  that  is,  the  analysis  of  what  makes  pleas- 
ing design,  the  most  important  principles  in  organizing  the 
subject  matter  are:  first,  a  progression  in  easy  stepo  from 
the  simpler  groupings  in  design  to  the  rr.ore  complex;  second, 
the  presentation  of  new  material  as  an  outgrowth  of  the  old; 
end  third,  the  motivation  of  the  work  by  practical  applica- 
tions when  possible  and  occasional  co; petitions  between 
students.   These  considerations  give  one  basis  for  organizing 
the  content  of  a  course  in  design  as  is  indicated  by  the 
tabulation  which  occurs  further  on  in  this  discussion.   (See 
page  S6) 

In  gaining  an  appreciation  of  refined  proportion,  which 
is  the  second  factor  in  the  study  of  the  field"  of  design, 
the  element  of  imitation  plays  a  very  important  part.   Good 
examples  chosen  from  the  various  styles  of  architecture  which 
illustrate  the  principles  that  are  being  studied  at  any  par- 
ticular time  should  be  copied  by  the  student.   These  copies 
should  frequently  be  freehand  sketches  in  which  the  general 
proportions  of  the  building  are  studied.   At  other  time's, 
more  carefully  drawn  copies  should  be  made.   This  work  should 
supplement  the  original  work  in  design  throughout  the  course/ 

Due  to  the  organization  of  the  course  in  planning  and 
design,  the  principles  resulting  from  the  consideration  of  the 


.4^S 


-  a  '1 1,  f  n      -3  .'i  •.'  ,^:      ■  ^  ^ 

;  bio  »«j   *io  rlifwon  10  noli 


i  jaji*. 


Ho  ; 


txl  ao 


(ee 


.  .1!  4.J1V"/     ,  no 


a  J,  v'  ^  ■  I 


hoor'      ..t''3-:   .trrtTO-T^i   T^fsv 


xjS'T 


3^. 

last  factor  are  somewhat  arbitrarily  determined.   The  first 
principle  is  that  proportions  can  best  be  de^termined  in 
simple  masses.   During  the  early  part  of  the  first  semester, 
little  else  can  be  included,  due  to  the  fact  that  only  a 
limited  knowledge  of  architectural  forms  has  been  gained. 
The  principle  that  the  design  must  be  developed  in  connection 
with  the  plan  m.ay  also  be  emphasized  toward  the  end  of  the 
first  semester.   The  second  term,  the  principle  that  design  is 
dependent  upon  the  section  and  the  principle  that  the  struct- 
ural -consideration  of  the  building  rhould  always  be  considered 
may  be  added.   The  remaining  semesters'  work  is  largely  8  con- 
tinuation of  the  study  of  these  same  principles  applied  to 
more  complex  designs.   The  remaining  principle,  i.e.,  that 
the  details  of  the  finished  building  must  be  subordinate  to 
the  whole  and  in  the  same  proportion  as  they  were  in  the 
preliminary  drawing  at  small  scale  can  best  be  studied  in  the 
latter  part  of  the  course  dealing  with  architectural  forms. 
ILLUSTRATIVE  PHOBLIl/iS 

The  types  of  buildings  selected  as  subjects  for  the 
study  of  ttiese  underlying  principles  matter  little,   "^hey 
must,  however,  illustrate  the  principles  that  are  being 
studied  at  any  particular  time,   a  review  of  current  work  of 
architects  shows  numerous  private  residences,  mausoleums, 
stores,  auditoriums,  theatres,  schools,  iiospitals,  hotels, 
clubs,  banks,  and  churches.   ;^.ny  of  these  might  make  good 
subjects  for  problems  or  "pro jets"  illustrative  of  the  under- 


t  -'  '>•  f ' 


[iniStlic'jTC    ifiii-A'^mc 


U     J  U  3  ci 

Irtc    *  •....       -./: 


--^Ol;^Ja  .'^:l-t    T:2iif    sl^tt-lf 


OA.'i   n: 


tnebn 


-'WO     .^    Vi 


13    ifSn    Tffvfir'. 


j1    eJr^':'i,c:i/8   afi   boJcsIae 

3;ll3Cf 

tow    t  )   'to 


,aaioJ«i 


36. 

lying  priiiciplec   of  design.      Of  these,    tlie  private,  residence 
occurs  most   frequently  and  in  the  greatest   variety  of  shapes 
and  sizes.     Por  this   reason,    the  private  residence  niay  "be 
largely  used  as   illustrative  material  for  the   iirrt   semester's 
Y/ork  in  design. 

Proiii  tlie  foregoing  principles   the  follov/ing  tabulation 
has  been   developed,   rrhich  gives   the   content   of  a  course   in 
architectural  design  to   cover  four  semesters. 


dC 


9Cf  r/V!T  5 or. 


a  ■ 


III   osiisoa   i: 


a.i    DOG.'. 


,  uOqOxdv  t. 


Zf 


C0NGLU3I0H: 

A  PHOGH.Ui  iiOR  A  "DESIGii"    COURSE 

The  follOY^ing  program  is   offered  as  a  suggestion  of 
hoTT  tMs  material  might  Tae   organized  into  a  course. 


FIRST   saAESTBR  Time— 9  hours  per  week 

PRINCIPLES  TO  BE-I.IASTBRED: 

1.      SliJuLE  UASSilS 

a , Treatment    of  horizontal  lines 

Division  of-  v;all 
Into  2  parts 
Into  3  parts 

Mouldings 
Cornice 

String  courses 
Attic  courses 

"b  .Fenestration 

1  storjT" 

2  s -ory 

3  story 

2.  ONE  MASS  AND  APPENDAGES 

Treatment  of  Horizontal  lines 
Treatment  of  Fenestration  of  appendages 

3.  SINGIoE  MASSES  \7ITIi   SUB- ORDINATE  MASSES 

2  sub-ordinate  masses 

3  sub-ordinate  masses 
Several  small .masses 

4.  DORIC    ORDER 

At  small  scale 
At  large  scale 
YiTindov/  Architraves 


^c 


.-J J ■■;  ."i J V 


20 


'JSX%0- 


30 


Yi.>e 


a^V'-i*. 


,38. 


Tuscan 
Icaiia 
ILLUSTRATIVE  PROELEI.iS 

PROBLEIvlS. 


(First   Semester) 


0)  o 

flJH 


1.  One   story  cottage 

2.  Two  story  house   (rustic   cornice; 

3.  Tuscan  order   (with,  mouldings ) 

4.  Two  story  house   (tuscan  cornice) 

5.  Doric   order   (sm?ll   scale) 

6.  Tliree   story  city  house 


7.  Original  vesical  (  oased  upon  pliais 
mnde  in  plcnning) 

8.  Ionic   cornice  and  v/indow  architrave^ 


9.   Country  house  v/itii  service  wings 

10.  Old  Bbnfjlish  cottage 

11.  Competition   (in  connection  with 
planning. ) 


1 

1 

i 
2 
1 
2 
2 


•H  C»iH 
H  +'  Oj 
0)  41  c! 
MAM 


indie a 


Semester  theHeiJte4^ing  ^1  aerifications 
inson/^^ould  DbvLejinied . 

^  Prolxtems  shourckl'ollow  these 

remaining  ^seraesters. 


t^  in  *J^;aniiihg" ,   in  "ti^remai 


M 


, IOCS' 


(-^. 


asjjoa   '^10;  3   3V 


4  M 


'iO     1<  i  - 


Yj  P  ! .' 


nxqo- 


4 — ^.^ — I i^ 


aiioJitj-'Z)  f^.  t-? 


c± 


Z9ii 


SECOND   SM'IESTER 


BRINCIPLES  TO  BE  MASTERED 

ONE  IviASS  Al^  APPE1)IDAGES   (   Cont'd.) 
TWO  MASSES   (with  Connecting  Link) 

Fenestration  of  Link 
TWO  MASSES  AND  APPENDAGES 
TIIREE  MA.SSE3  (with  Connecting  Link) 
IffiLATION   OF  ELEVATION  TO  SECTION. 
RELATION   OP  EUHVATION  TO   STRUCTURAL  REQUIREIiiEiiTS 


ILLUSTRATIVE  PROBI^.IS  (Second  Semester) 


Five  problems  Such  as 

A  Small  Club 

A  School 

A  Church  Etc. 

Two  Problems  Such  as 

A  Bonk   (Elevation  and  Section) 

A  Library       "  "  "  Etc. 

fionipetition  Involving  Above  Princijiles   (v/ith  Planning) 


THIRD  AIjT)  fourth  SEIViESTERS 


Use  of  the  Classic  Orders  as  i^ecorative  Forms 3  Problems 

Continuation  of  Above  Program  in  connection  v/ith  Planning. 
Systema,tic   Study  of  the  Requirements   of  One  Building. 


;«C 


(.!■ 


;3' 


viiiiiJ-  3aiJoa4ir»u  ..a^^';   a-iuoi-u.t  ^ujo.-: 


'./'■■ 


.*    i,   »*Ca^l4.-M'^.te  • 


l.ioaS  bitQ  i'. 


'Jm     . 


(nr:J 


au-'iSlcfoil  £    ---   s.   . 


40. 

PART  FOUR 
ARCHITECTURAL  FORMS  AND  ORNAMENT 

The  study  of  architectural  forms  divides  itself  into 
two  parts.   First,  the  forms  as  a  whole,  and  second,  the  or- 
nament of  the  separate  members  of  these  forms.  Architectural 
ornament  has  been   considered  separately,  in  this  thesis,  from 
the  architectural  forms  in  determining  what  subject  matter 
should  be  taught  in  the  course  of  architectural  forms. 

In  considering  the  forms,  it  is  found  that  the  same 
principles  of  composition  underlie  good  design  in  the  build- 
ing as  a  whole,  and  good  design  in  architectural  forms.   In 
addition  to  these  principles,  two  other  considerations  must 
be  kept  in  mind.  An  understanding  of  this  relationship  between 
the  design  on  paper  and  the  form  in  reality  must  be  kept  con- 
stantly in  mind.  An  understanding  of  this  relationship  re- 
sults in  pleasing  proportion  and  refinement  of  architectural 
forms  and  ornament.   The  second  consideration  is  that  an 
appreciation  must  be  gained  of  the  changes  in  the  form  when 
it  occurs  in  several  different  styles.   This  of  of  great  value 
to  drpftsmen  who  are  employing  the  freer  styles  of  architec- 
ture.  These  principles  must  receive  emphasis  throughout  the 
whole  course  of  architectural  forms. 

The  subject  matter  to  be  taught  has  been  determined  by  an 
analysis  of  architectural  forms  and  by  the  selection  of  those 
forms  which  are  essential  to  draftsmen.   This  subject  matter 
will  be  found  listed  in  Table  II,  Page  44. 


.0^ 


RUO^  THA^ 


Ciril    lt<^>BiL     B 


SfflT. 


l<  ilnonA      .a 


iaoii  aiB   4*.. J 


tu  noiJlao 


J  -aus 


^ 


-non    ,tnnj.'   r»cf    t^ 
Siilav   je^TT*   1o  ■♦o   slrfP      .ft 


-c«i  f- ' 


Oifli  ^if 


■3X  l^J  ii    -j^t?  I 


as  x^   D3i.  iaid- 


.i  J      _  ;    tt'-. 


U> 


;^.a    ■ 


J    8l8 


41. 

The  bssis  of  selecting  the  forms  to  be  taught  will  be  dis- 
cussed after  an  analysis  has  been  made  of  architectural  or- 
nament . 

In  considering  ornament,  the  subject  matter  may  be 
arrived  at,  first,  by  an  analysis  and  selection  of  the  ele- 
ments of  ornament,  and  second,  by  an  examination  of  the  prin- 
ciples that  underly  the  composition.   The  subject  matter  of 
architectural  ornament  will  be  found  listed  in  Table  III?  on 
Page  47.  The  principles  of  composition  may  be  divided  into 
line  composition,  tone  or  mass  composition,  and  color  compo- 
sition.  Of  these,  color  composition  is  not  necessary  in  the 
earlier  stages  of  architectural  study.   As  to  line  composi- 
tion, pleasing  composition  results  when  llnep  are  used  in 

stated 
accordance  with  the  following  rules  which  are^^in  Arthur 

Wesley  Dow's  book,  "Art  Composition". 

1.  Two  lines  meeting  st  a  sharp  angle  are  pleasing. 

2.  Two  lines  which  meet  at  an  angle  and  have  the  corner 
bracketed  are  pleasing. 

3.  Lines  which  are  subordinate  to  a  central  axis  or  mo- 
tive are  pleasing. 

4.  Lines  which  are  symmetrically  placed  are  pleasing. 
In  addition  to  these  s.tatements  of  Mr.  Dow,  the  fact  that: 

1.  Lines  which  radiate  from  a  central  point  are  pleasing. 
Mass  or  tone  composition  is  based  upon  pleasing  pro- 
portions of  light  and  dark,  either  in  the  form  of  high 
lights  contrasted  with  shadows,  or  solids  contrasted  with 
voids.   A  pleasing  result  in  mass  composition  is  obtained 


a<l    «noi./tBoqnoo 

A 

«?    a    J 

-oTq  ^iu-..:  -jc   £1  •    :i4  to  afiAM 

..   lo  Biol   9dJ   al  IX  lo   BHOiitoq 

;^9aX.^J<io   <il   noli. 


4'd, 

1.  When  the  masses  suggest  pleasing  line  composition, 

2.  When  there  is  a  balance  of  a  large  mass  against 
smaller  masses, 

3.  When  similar  masses  are  balanced  against  each  other 
in  pairs,  or 

4.  When  similar  masses  are  grouped  in  threes,  the  largest 
being  in  the  middle. 

These  principles  are  the  basis  of  architectural  ornament. 

BASIS  OF  SELECTING  SUBJECT  MATTER. 

The  frequency  with  which  the  forms  occur  has  been  used 

as  the  basis  for  selecting  what  subject  matter  ought  to  be 

taught  in  the  course  of  "Architectural  Forms  and  Ornament." 

The  Classic  orders  of  architecture  and  details  taken  from 

them  occur  most  frequently.   The  modifications  of  the  Classic 

orders  which  developed  during  the  Renaissance  and  the  Colonial 

period  also  occur  with  frequency,  likewise,  the  Collegiate 

Gothic-  architecture  also  occurs  somewhat  frequently  and  is 

of  sufficient  importance  to  demand  study  in  this  course.   The 

remaining  forms  of  architecture  do  not  occur  frequently  enough 

» 
to  justify  tB4ftB  inciuded  in  this  course.   They  are  used  In 

offices  which  specialize  in  this  style  or  where  a  highly  ex- 
perienced draftsman  along  this  line  is  employed. 
BASIS  FOP  ORGANIZING  SUBJECT  MATTER. 

The  subject  matter  of  the  course  in  "Architectural  Forms 
and  Ornatment"  will  be  organized  on  a  basis  of  the  same  princi- 
ples that  have  been  used  previously.   Imitation  again  plays 
a  very  important  part  in  this  organization. 


^aotSlBo:^moo  ball  ^aie£&lc[  iefn-^UB  s9e%jem  9d$  at"'   . /* 

tea:  BAm  ft^^I  <a  1^0  eooel^d  s  &1  »iftxl^  nsifW  .S 

^  at  beqifoas  O'^^  -^^  lAltatn  a^dW  ,^ 

-Tio  lJ6iu*c8*lrfo:iJS  !ro  BlBAd  9di  SI*  eeXqioiiirtq  BcedT 


erf  oi   fd^vo  ts^tJ^.B  ^ce^-'iTrfi   ;j'atfw  nrrltfoslee  lol  8te,8rf  srfj  p/_- 
noil  a^TlAi  ellsS^b  ta£  Btuio^i LAors  lo  sifttio  oies^BlO  »dT 

:    alloD  »rf*    toeiwsjfil    ,Yon«>cn©fl  rf^lw  luooo  o»X*  fioiiaq 

sxlT      .seii/oo  fiiriJ  at  sb  oi  tv  j^IoIMjjb   'lo 

nl  Jbseif   £iJ6  Y»^T      .c^-jjoo  eirf"      '  ■'ax  «aiBtt   v   j-wb-^j,  o^ 

-3t©  x^^'8^^  £  sierfw  10  «lY*»  9td*  at  «:.  olrfw  eeoillo 

.h?70.lj:-r  >i   tnll  Eirf?  ^rrola  oBmBi^&tb  fceoaeltsq 


EanoT  l£TXjrf'0»;fi£fo*A'*  iri  eaii/oo  erf*  lO  "sft^JjMn  *oec  '•'^ 

e^JBlq  niJjjhB  noi*i»*ifflI      .xXeaoiv«.iq  1>9«ju  rteea  ©vjiii  *^ii;^  «elq 


Due  to  the  close  relationship  of  design  to  architectural 
forms,  a  few  of  the  most  fundaunental  forms  will  "be  given  in 
the  course  in  "Design"  during  the  first  semester,  and  the 
time  allowed  for  architectural  forms  will  be  added  to  the 
time  allotted  to  the  "Design"  course. 


Zi^ 


©rftf  fjojB    tit  -    aaili  an^  gaiiui)  x  eeTuoo  srfiJ 


T       ^ 


A4: 


TAET.K  II 

ARCHITECTURAL  PORIalS 

iiote:      This   table   is  arranged  similarly  to   xatHe  One,    the 
columns   on  the  ri^^ht    of    the  list   inaicating  tjae  term  in 
which  the  particular  item  is    to  oe  tnlcen. 


SUBJECT  MATTER 


ORDERS   Ob' ARCHITECTURE 

C0LUMII9 

Tuscan 

Doric-------- 

Ionic 

Corinthian 

Composite-— 

Greek  Doric 

Greek  Ionic— — -- 

Greek   Corinthian 

Renaissance  Adapt at ions- - 
Colonial  Adaptations 

CLASSIC    ORDERS 

CORiilCBS 

Relation    uO  -ieight   of  Bui!'. 
ing 


^Y 


Roman  Cornices 


Tuscfiji -■ 

Doric- — --- 
Ionic- — --• 
Corinthian- 
Composite-- 


Greek  Cornices 


Doric 

Ionic 

Corinthian- 


Renaissance  Cornices 

Colonial  Treatment 
DOOR  AiJD  Y^INDOV/   TREATIVLEMTS 


d- 
X 


X 
X 


II 


X 
X 

X 


X 

X 
X 


III 


X 

X 


X 
X 

X 
X 

X 
X 


IV 


X 
X 


X 
X 


X 
X 


X 
X 

X 
X 
X 


X 
X 
X 


Remarks . 


Slight  Steady 


i^t 


II 


a'AtoL-aH 


VI 


II. 


+• 


^  :  X 


•-£. 


•  anox*r 


•ox 


XsixtoXoO 


tifcL'i. 


lo  -3; 


X  '  X 


iioi^ 


icfc/^aj-a  itfi^iie 


X 

X    x 


a©: 


-oiioi' 


X 
X 


^OiiliCj     9: 


Xi      X 


4S 


Subj_e_ct_  Matter 

j'^j:  chit  rave  ^-lone 

Koiaon 

Greek---- 

Renaissance-- 

Colonial 

Arcidtrave  <i  Cornice 
(with,  and  v/ithout   pedimen 

Romon— 

Greek---- 

Renaissance- — 

Colonial- 

onlDroken  Pediments 

Broken  Pediinents----- 

ATTIC  C0UR8ES.^-— — — .. 

BASE  COURSES 

BALUSTRADES  — 

ARCHES 

Roman- 

Florentine — 

SmillG  COURSES    

COLLEGIATE   GOTHIC 

WlUDOy/S  AilD  MULLIONS 

BAY  Wli-JDOV/S 

BUTTRESSES  

i\RCHES 

Tv/o  centered  — 

Pour  centered 

PARAPET  WALLS  


j^ 


0 


II 


X 


X 

X 


III 


X 

X 


X 
X 


X 

X 
X 


X 

X 
X 


X 

X 

\' 

X 


IV 


X 


X 


Remarks 

.'oric 
First 
Semester 


X 

X 
X 
X 

X 

X 

X 

X 
X 

l&iBifBaki. 


Sr 


'«'^^'a^ii5S4iti;i^ 


X 
X 
X 


yicll 


4fi 


Subject  Matter, 


Po-rapet  Walls 
Gables 


II 


III 


IV 


X 


Remarlcs 


-J_.i^.      .._ 


4.7^ 


TABLF  III 

ORNAMENT 

Note:   Shapes  of  mouldings  learned  first  Semester.  Refine- 
ment of  mouldings  studied  second  Semester. 


SUBJECT  MATTER 


II 


III 


IV 


Remarks 


1  MOULDINGS 
ROMAN 

Fillet 

Bead- 

Cavetto 

Scotia 

Cyma  Recta 

Cyma  Reversa — 

Ovale 

Torus 

GREEK 

2  DECORATION  OF  MOULDINGS 

ROMAN 

Anthem ion  and  honey   suckle 

Leaf  and  dart 

Bead  and  fillet 

Acanthus 

Bay leaf  Garland 

EggADart 

GREEK  DECORATION 

3  DECORATIVE  BANDS 

ROMAN 

Dolphins  and  achanthus 
Acanthus  scroll 
Flutted  bands 

GREft^^^°°^ 

Greelc-^Vet 

4  REPEATED  ORNAMENT 

ROMRN 

Ro"settc 


X 
X 
X 

X 

X 


X 

X 

X 
X 

X 


X 

X 


X 
X 
X 


X 
X 
X 

IX  X 


Ill 


-1 ^ 


I 


n?TTA«  TOaLSUS 


,  X  *©XI1"I 

1  X t£ea 

i  -.: o;J:?s7BC 

j  ..      ,.  -£i;^oo8 

X    j    — — — fii'oafl  AontO 

i  X  '       J66-I8V9fl    ^flTfO 

X       ^  OX£VO 

X  EtnoT 


Tf  I  U^<3 


A 


WOITAH003_      .-^0 


-tnsoA 


^iimmmr 


m 


II 


III 


IV 


Remarks 


X 
X 


X 
X. 


Subject  Matter 


Lion'  s  Heeul 
Anthemion 

5  CONSOLES 

Roman 
Greek 

6  ROMAN  KEYSTONES 


Bi- 


tciu2 


■■:.  J.  _L  ■-  C  »i  V '. 


,:>?? 


4f 

coil  cms  I  ON; 

OUgLIiiE   OF   CQUKSE   IN    "ARCHITEC'JURg'J.  TOBIAS" 

On  a  "basis   of  the   pbove   considerations,    the   coiirse  in 
"Arciiitectui-.'J.  Forrns "  has  teen  orgcjiised .     A  orief   outline   of 
tlie  v;ork  in  the   lour  semesters  mcy  be  used   as   a  guide,    as   follov/s: 

FIRST   SMffiSTj-a 

a.  Small   Scale   Studies    or 

Tuscan  Cornice 
Doric   Cornice 
Ionic  Cornice 
Doric  ColuEcn 
Related  Foi-ms 

"b.   Free  hand  sketches   of   Forms 

SECOND   SEIvlBSTER 

a*   Detailed  Study  of 

Tiiscoji  Order 
Doric   Order 
Ionic  Order 
Related  Forms 

b.  Comp.Mxative   Study  with  other  Styles 

c.  Free  hand  sketches   of  Forms 
THIRD   SMCTISTER 

a.   Detailed   Study   of 

CorintMan  Order 
Composite  Order 
Related  Forms 
Other  Romcn  Let ails 

h.  Comparative  Study  v/ith  other  Styles 

c.  introduction  to  Greek  orders 

d.  Free  hrjid  sketches   of  Forms 

e.  Decorative  use   of  Orders    on  the   Facade   of   a  building. 


ni  3 
io  sniX 

£•.70  LlO'i      3!l 


.■■i*  <■  *.\j' 


to   aQibittZ  ol 
J- 

1o 


a9i^:*b   -r  avii.'  0    •<! 


to 


dvj;»= 


5u. 


FOURTH  SEIvlESTER 

a.   Further  Study   of  the   Greek  Orders. 

Td.  Detail   Study  of  a  Fev;  of  Most   Import -nt  Gothic  Forms. 

c.   Freehand  Sketches   of  These  Forms. 


.^a 


■^ -  ..:hwh 


:.j  i    yijaii-      AW 


PART  ErO! 
PLANNING 
BASIS  OF  SELECTING  CONTENT  FOR  COURSE  IN  PLANNING. 

The  content  of  the  course  in  planning  has  "been  determined 
by  examining  those  qualities  which  are  necessary  to  possess  in 
order  to  develop  and  organize  a  plan  successfully.   Those  qual- 
ities ar^  first,  a  knowledge  of  the  basic  principles  which 
underlie  planning^  second,  facility  in  developing  a  plan  pro- 
blemj,  and  third,  familiarity  with  the  scientific  method  for 
finding  a  solution  of  a  problem. 

The  basic  principles  xinderlying  planning  which  should  be 
learned  by  a  student  are: 

1.  The  plan  must  be  worked  out  in  relation  to  the  structur- 
al requirements  of  the  building* 

2.  The  plans  must  be  considered  in  relation  to  the  cross 
sections  of  the  building. 

3*  The  plans  must  be  related  to  the  elevations. 

k.  Any  one  floor  plan  must  be  developed  in  relatlpn  to  the 
other  plans  of  the  building.  * 

5.  Plans  may  be  adapted  to  fit  different  styles  of  architec- 
ture. 

6.  It  is  frequently  desirable  to  place  several  adjoining 
rooms  on  the  same  axis. 

7.  It  is  necessary  to  have  judgment  as  to  the  size  of  the 
rooms  and  ability  to  estimate  the  side  of  the  rooms  al- 
ready constructed. 

These  are  the  principles  which  underlie  good  planning. 

Facility  in  planning  is  to  be  gained  by  constant  practice. 
Frequent  planning  problems  should  be  given,  starting  with  sim- 
ple problems,  and  gradually  advancing  to  more  complex  problems. 


r*n.'T'- 


I         i2 

c  eeo:f  o;^  ^t/  -a  etB  dctdw  ttetitlsup  eeorf7  salfllauBX*  yd 

-Ifiup  ©eoprr      .xriirtcBsoou*  c«Iq[  £  ©sln«STO  bae   qoX©T»l>  at  lafcio 

"Orq  fiJsXq  jb  ^rrlqoXsveJb  rri  y^-^XIoaI    ,baoo»e    c^nlnnaXq  ©IXaefcnxf 
•rcl  JbodJsffi  oilJt^ftsloe  ed*  diiw  if^liJBlXicifii.   .Mid*  te*    tjcwX^^ 

Qtq  »  lo  aol^0Xo«  £  sr.iLall 
acf  iXt/orie   rfoiriw  solanjel ,   ^.      ,   .isJbm;  eeltrio-ilTq  riB£d  srfT 


t-gnlblt-jd  tdi   lo  e j-fTsawiiupet  X* 
66010  sdl  0^  ffoX^JsXei  ai  l>&T»tieaoo  9d  ^fium  eruaXq  edT   .S 

,%aoli&^'  it  ot  ttt£  ■'  tsm^  ^tuslq  edT    .^ 

idt  oi  hoI^jbXot    fti  fcsqoXavaJb  '^ "   -■■■-   ~   :q  loc!'*    —    -■-''    . '-' 

.^  .    lo  e 

-0«*lrfD7je  lo  §»IyJ£    ^rraie  '^      •       so    ■(*Jo  e^i 

-^jeXq  at  aXdJBrliai)  TfXtiiejjpoi)^  8i  J I    .B 

.eixB  Bfsfie   9d*  no  saroci 

&&o»a  al  tl      .T 

•SninnjeXi  too-s   elXicbni;  ^•■^rfw  fi*r;Tf "^fttTq  eff:t  st*  ^&^dJ 
.tOiUo&rci  Jfi*Jenoc   t<^  fc^nl^g  ed  ot  ex  sixiaa^X-q  nX  yJiiio^* 

tXw  3nitii;*8    «fTtvig  9d  fcXiroilB   aasXdoiq  gnXnnjBXq  J-neup^T*? 
.fiaialo'otq  xaXqaroo  Biom  oi  2atoaA^t&  yXXAuftfiTg  ta&   ttaeXdoiq  eXq 


52. 

To  gain  time  for  this  practice,  the  method  of  presenting 
the  finished  plans  must  be  simple.   Pencil  drawing  on  trac- 
ing paper  will  be  satisfactory  for  most  of  the  drawings  re- 
quired.  This  is  the  method  used  in  most  architectural  offices. 

The  next  important  thing  to  be  gained  from  a  course  in 
planning  is  the  conception  of  the  use  of  scientific  method 
in  reaching  the  solution  of  a  problem.   One  of  the  things 
which  makes  a  building  valuable  for  a  long  period  of  time  is 
that  it  shall  meet  the  needs  for  which  it  was  built  in  the 
most  satisfactory  manner  possible.   This  method  of  examining 
the  requirements  of  a  building  is  excellently  Illustrated  by 
the  pamphlet  by  Strayer,  Englehart  and  Hart  called,  "Stand- 
ards of  Schoolhouse  Construction".  Although  this  method  of 
study  is  extremely  valuable  in  actual  practice,  it  is  not 
possible  in  this  course  to  give  much  time  to  it.  A  short 
time  in  the  last  semester  of  the  student's  work  has  been 
allowed  to  it  in  order  that  he  may  gain  this  conception  of 
the  method  used  in  a  scientific  attack  of  a  problem. 

The  purpose  of  a  course  in  planning  is  to  become  fam- 
iliar with  the  several  points  which  have  been  just  described. 

BASIS  OF  SELECTING  ILLUSTRATIVE  PR03LEMS . 

In  selecting  problems  with  which  to  illustrate  the  prin- 
ciples outlined  above,  the  most  essential  consideration  is 
that  the  problems  must  motivate  the  work  by  being  practical. 
It  is  not  possible  to  study  every  type  of  building  that  occurs 
in  modern  practice,  nor  is  it  necessary  to  do  so  for  the  most 


-ostJ    no   f.-' i ■•' '^••' ">    rtono'^      .©Iqmia    '^d    t-iffn    arinr-,   ^r:.  • ,  ■ 
-9t^s^l^e10   stiJ    'io  Jaom  nol    ^^oJoB'!8iJa8   ^ci    IXiw  nsqaq  gni 
Esolllo   IsTuinoilrfoTi?   Jaoni  nl   beau  ftor(.tem   f»r(i   al    »lri'''      .b-^ilup 

bortiem  olllinsJtsa  lo  ssi/   erij  lo  noiJqaonoo   erii   si  gnlnnalq 

e^nl.ii   9rlJ   to   snO      .meldotq   a  lo   nolluloa    srii  ^hlrioseT  nl 

sx    s.aiJ   lo   boineq  ^iSioi    a  ao  t   sIcaulBv  ^^nioliao   &  ae>Lsm  noirlw 

a»i-t   ni.illud   ssw  Jl  riolrfw  ^o1   asoen  ariJ-  iesra  IXsria   >tl   iaciS 

Yd  beiSTieuXI  i  xi-Ui'^LL^O'A^  ei  ^^lioliijo   a  lo  aJneaaetxapsT  a.ii 

-bnsoS"    tballso   iTsH    bne    Itailsiana   ,ieY«'''^<'-  ^rf    tftlrfqmsq   srii 

lo   bor(i?)«i  eliii  .i'isuorlJIA   .  "no  i  J  Oi/tla  (to"     <-.  vy.ii  ^  ,.;  -        u    abTS 

Jon  al    il    ,oolJosTq   I">ixJoj8  ni  ©Idsulav  ^leradiixQ  ';i   ybiiJe 

<jT0ri8   A      .ii   oi   e.TiiJ    rioum   -^vi^.    o^*    '^-'.•^j:'^    ^IrU    nl   alcfi^soa 

nssd    aan    iiij^v    ..: '  Jaitj;>i;jy    'jn-j     lu    'i2Ja3a:?£    Jccj.    ^nj    ax    '.ir^^ 

lo  noliqeonoo   aidi   nla^  \am  sii   Jfi:^:j   ^^b^o  nl   Jl  oJ  bawolls 

.m^Icf^^(|  r   lo   ^JnR.rje   nfltlnsiD?.   .q   nl    bfis*.    b-jrliara   arli 

-msl    arnoosd    oi    ai   aninnfilq   nl    9a^iJoo   a    lo   aaoqiijq  ariT 

.b9dl^089b   iBu\,   nesd    avsi;  rioldw   ainloq  L&'\9yfir  Ail'H  tsIII 

.?.  .  TAHTnUJJI  0   ZIEM 


-nlTq   Biii   oi8^Ja.vIil    oi    riot/iw  i.-i..    <:.■;;:. 

ai    noliSTeblsnoo   IslJneaae  Jaoai  sriJ    ,9VoaB   osniXJuo    aelqio 

j'lLTooo    i  anJ    anxbiiuc    tj    -'q\.J    y'"-='''^    v,DjjJa   oJ    9ldx?i3oq  .'     "  ' 

JflOff!  siiJ  tol  OB   Ob  oJ  Yisaasosn  ii   si   ion   ,90iiomq  mebom  ni 


Important  purpose  of  a  oourae  in  planning  is  to  learn  the 
principles  that  underlie  planning,  and  not  to  learn  a  multi- 
tude of  facts  and  details  which  are  to  be  found  in  one  speci- 
fic type  of  building  only.   Providing  the  proper  method  of 
attacking  a  problem  is  knovra,  a  study  of  the  peculiar  needs 
of  the  different  types  of  problems  need  not  be  considered 
until  they  occur  in  the  offices.   In  exsunining  the  current 
no  rk  of  architects,  the  type  of  buildings  to  be  found  are 
private  residences,  stores,  banks,  churches,  clubs,  hotels, 
theatres,  memorials  and  mausoleums,  etc.   Of  these,  the  pri- 
vate residence  occurs  mcBt  frequently  and  with  the  greatest 
variety  of  form.   It  varies  from  very  small  cottages  to 
mansions  of  several  stories,  and  covmtry  houses  consisting  of 
several  complex  parts  such  as  service  wings,  amusement  wings, 
residence  portions,  etc.   Since  this  type  of  building  is 
best  known  to  the  student  and  has  such  varying  possibilities 
in  planning,  it  will  be  used  in  the  beginning  of  "our  course 
in  planning.   After  studying  the  residence,  simple  problems 
may  occur  from  the  list  of  buildings  just  mentioned.   These 
should  grauiually  become  more  complex  as  the  course  advances, 
BASIS  OF  ORGANIZING  SUBJECT  MATTER. 

The  same  principles  have  been  used  in  organizing  the 
subject  matter  of  the  course  in  planning  as  was  outlined  in 
Part  II  under  construction.   The  element  of  competition  can 
be  used  at  times  to  stimulate  the  student' s  work,  but  this 
element  must  be  used  with  discretion,  or  the  course  will 


€e 


-liiua  JB  rrtissX  o?   J9«  fcae    t^ninoeXcj  elXicfccu/  t&At  eaXqiofiXaq 

\0  ho^it-m  isqoiq   scfiJ  g/iiX)ivOxT      .ifXco  gni^Xii/d  io  5qX3    oil 

gJbsec  T«tXi;osq  erfi"  "io  yJ^^  *   tiiwoni  el  oftldoiq  jb  '^nt±QJiii& 

Jbeif'bienor  "'^'   .^on  X>ssn  >- ««>  f '^'o^'^  ■^'^  5.«./-'    ^pt.^-.  a*^^  I  p«  cr';^   "^^ 

^^rrsiTjjo  sdt  gxilaimJB>9  til  xlo  sdi  ai  luooo  \^ii  iltnu 

batsf>J  ^ff  c  LbLtud  *  :    «tf*    ti*o«*J;rfoajB  to  it  m 

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%yod  Y'-ci/oc   Ibn  ito^t   X«t«y»«    *o  •noleosiH 

ILldtsBoq,  :gnlTft«v  .  JbruB  *(t«fcxf*«  ed*  ot  awowi  testf 

r> •.  f .  r,-.  »^  T.frt   '' f*i  ''^ '^t  (Tirisi*  "^  s  rf -f    r:  '  r  J*  -' ^'      _  t 

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.-*    "     '^ '    "  Ti/oo  s^li   ixi   ASi-iUiOO  Strom  eaiooscf  y-^'*-*^*-'*^^  i-xv^uc 

e£f;f   gniairfisTO    ^i    bsEW   rsed'  svp.d  eslflzrrti  ■  srfT 

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54. 

lack  thoroughness  and  continuity.   One  or  more  of  the  prob- 
lems each  semester  should  be  studied  in  relation  to  the  course 
in  design.   All  the  principles  underlying  planning  which 
have  been  enumerated  above  should  be  covered,  briefly  at 
least,  the  first  semester.   The  second  and  third  semesters 
should  be  devoted  to  a  more  extensive  study  of  these  same 
principles,  using  more  complex  problems,  and  part  of  the 
fourth  term  should  be  devoted  to  the  scientific  solution  of 
a  simple  problem. 

The  time  allotted  to  planning  is  six  hours  per  week 
each  of  the  four  semesters.   On  the  basis  of  the  foregoing 
consideration,  the  following  program  is  suggested  as  one 
possible  organization  of  the  work. 


ircp 


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iR  ^Iletid    »b©ntevo»  oci    l>luoiia   ^vooa  o&J H^XBrnunB  nead    -aveil 

arii  to   iT8q  bns    ,BfnsIdoaq  xslqnioo   ^^OI^  s^i^^    ,3eIqio^i^q 
lo  noUuIoa   ollUneina  art.?   o^   ba^ovsb  »d  bfcorie  m-TP*  r.Stuol 

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.>I^o»^    aril  "^o  nol&BS.  •   alc^teaoq 


55 


CONCLUSION 

TYPICAL  PROGRAM  FOR  FIRST  SEMESTER 

Note:  Preliminary  solutions  tibould  be  filed  at  the  end  of 
the  first  week  when  they  occur. 

-XL 


PROBLEMS 

Scale  l/g"  =  1»0" 


(DO 

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OH 


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REMARKS 


1.  A  _  Room  Bungalow  (small) 

2.  A  _  Room  Cottage 

3.  A  __  Room  House  (first  floor) 

4.  Same  (Second  floor  plan) 

5.  A  _  Room  House  (Two  pla-i^s) 

6.  A  _  Room,  one  story  House* 
irregular  plan. 

7.  A  __  Room  House  (two  plans), 
irregular  plan. 

S5.  A  __  City  House  (three  plans) 

9.  A  competition  —  a  large 
country  house. 


1 
1 
1 
1 
2 
2 

3 

2 

3 


3 

2 
2 
2 
1 
2 
2 
1 
1 


Two  Sketches 
for  each  floor. 


Comhined  with 
"Design." 


PROGRAM  FOP  SECOND  SEMESTER 


Six  problems  such  as 

A  small  club 

A  Library 

A  Church,  etc. 

A  Competition 


Combined  with 
"Design. " 


PROGRAM  FOR  THIRD  SEMESTER 


Five  or  Six  problems  combined 
with  design — such  as: 

«3 


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sm 


A  small  Hotel 

A  School 

A  Bank  Building 

An  Office  Building,  etc. 

Competition 


At  least  three 
should  involve 
the  Classic  or- 
ders as  decora- 
tion. 


FOURTH  SEMESTER 


A  thorough  Investigation  of 
some  simple  problem  along  me- 
thodical lines  for  about  one 
half  of  the  course. 

Remainder  of  Semester — short 
problems,  sajne  as  before. 


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eno  tuodA  1 . ' 


770^8- 


-0    16. 


I    i 


59 


PART  VI  ■ 

RELATION  OF   COURSE  TO  SEC01^jDARY 

SCHOOLS  AND  Ul^IVERSITY . 

A  fev/  additional  remarks  must  "he  made  concerning  tlie 
articulation  of  this  course  with  the  High  Schools  and  The 
University  of  California. 

As  to  the  High  School  it  is  assumed  that  all  students 

who  enter  this  course  have  had  the  following  subjects  "oefore 

they  enter  the  Junior  College: 

Algebra 

Geometry 

Mechanical  Drawing  (One  Year) 

Freehand  Drav/ing  ^At  least  one  Year)  . 

As  to  the  Relation  of  this  Course  to  the  University,  this 
course  is  not  organized  for  students  who  expect  to  toice  the 
architectural  course  in  the  University,  for  there  the  v/orlc 
is  viev/ed  from  a  very  different  eiigle.  Furthermore  the  Nec- 
essary prerequisites  for  the  Upper  Division  courses  could 
not  be  given  in  connection  v;ith  this  course  end.   still  leave 
time  to  accomplish  the  purposes  for  which  this  course  was 
orgonized. 

This  course  was  organized  for  students  v/ho  expect  to 
tolce  only  a  tv/o  ye":r  Course. 


^■4  *J  ■»  ^*''  •»■" 


'J-lJ        ^i  lA  1  lia'-liiSJ  O        7J...ti:.t.       .J  .  .  .  .  .     .        -- 

s  ••  aXooiic  aetuo 

:9-,3£IoO  'ioir.L'T,  od:r  -loi. 

oaj   3.V..-   oj    juoi^.^j   oxi"."." 

csw  aaauc  '?••>:^--,    -    «>: 

-  i  a ::  xxi     '^ " 


56. 

BIBLIOGRAPHY 

PART   I 

Brown,   R.    E. 

The  Making  of  Our  Middle  Schools. 

Longmans,  Green,  and  Company  (1910). 

Douglas,  Paul  H. 

Ajnerican  Apprenticeship  and  Industrial  Education. 
Columbia  University 
Longmans,  Green,  and  Company,  Agent. 
London:  P.  S.  King  &  Company,  Ltd. 

Proceedings  of  the  New  Zealand  Institute  of  Architects. 

Vol.  No.  2,  1918-19  and  Vol.  No.  3,  1920 

State  of  California 

Report  of  Special  Legislative  Committee  on  Education , 
California  State  Printing  Office  (1920) 
(Chapter  IV). 

PART  II 

Basis  of  Selecting  Subject  Matter 

Allen,  Charles  R. 

The  Instructor,  the  Man,  and  the  Job. 
J.  B.  Lippincott  and  Company. 

Berry,  R,  B. 

An  Analysis  of  Clerical  Positions  for  Juniors  in 
Railway  Transportation.   (Bulletin  No.  5,  Univer- 
sity of  California,  Division  of  Vocational  Educa- 
tion) . 

University  of  California  Press  (1921). 

University  of  California 

An  Analysis  of  Department  Store  Occupations  for 
Juniors.  (Bulletin  No.  2,  University  of  Calif- 
ornia, Division  of  Vocational  Education). 

University  of  California  Press  (1920) 


.a<i 


.{Oliil}  >z  tflifi  ,ft&di*;  ,' 


^LiOlinouby  JHubn'^ 


,P.  iO'Tk    10 


,  ^•nftci 


.(XS9X)  ;vinU 

to 


59. 


Basis  of  Organizing  Subject  Matter 
Dewey,  John 

Interest  Versus  Effort  in  Education. 
Houghton,  Mifflin  Company. 

Home,  H.  H. 

The  Philosophy  of  Education  (Chapter  VI). 
The  Mac  Mlllan  Company  (1918). 

Mc  Murry,  Prank  M. 

Elementary  School  Standards. 

World  Book  Company  (1913). 

Technique  of  Architectural  Construction 
Burt,  Henry  J. 

Steel  Construction 

American  Technical  Society  (1914). 

Freitag,  Joseph  K. 

Architectural  Engineering 

John  Wiley  and  Sons  (1895) 

French,  Thomas  E. 

Engineering  Drawing  (Chapter  XIII  and  Page  316). 
McGraw-Hill  Book  Company,  Inc.  (1918). 

Greenberg,  A.  Benton,  and  Charles  B.  Howe. 

Architectural  Drafting. 

John  Wiley  and  Sons  Inc.  (1913). 

Hool,  George  A. 

Concrete  Engineers  Handbook. 

McGraw-  Hill  Book  Company  (1918) 

Kidder,  "Prank  E. 

Hand  Book  for  Architects. 

John  Wiley  and  Sons,  (1921). 


•  YnaqmoO  nillllM   tno^ri^iJoH 

.H    .       .  imoH 

,(IV  Talqe.iO)  notSaoubS  to   v.-lq^JaoIiril   sdT 
.(Siei)    ^tnQQfflo^   nalXlM  o/; 

.{^19.1)     V 

no IJoijrtisnoO  I^Tuioa^itfloiA  lo   auptniioe' 

.^   '  .A tuff 

ftoloOI/^ia^oO   I»»-t2 

.  J0-3JiI13'Xti 

(eeei;  sno:.   -...  ^  __ 

.(3iei)    .onl    ^itnBqiBoO  X008   II ill -wfliOoM 

.(5iex)    .onl   anoS   bns  xaLlfl  nxioT, 

.A  9^  i  J        ,     'OH 
.jlbodbasH  aaeenlanS  eJatonoO 


jbbiX 


.8J^9ilrio^A Tolt  XooH   bneH 


60, 


Kidder,  Frank  E. 

Building' Construction  and  Superintendance. 
Part  1  Masons'  Work. 
Part  2   Carpenters'  Work. 

W.  ^-    Comstock  (1906). 

Maurer,  Edward  Rose 

Strength  of  Materials. 

American  Technical  Society  (1917). 

Pond,  DeWitt  Clinton 

Engineering  for  Architects. 

Columbia  University  Press  (1915) 


•  oa 


.2   linB-f?    ,^^bf)iS 
.alBitSvfa.M  to  rfJ8^8^J^ 


(SbB 

Pi-OIT  III 

Robinson,  John  Beverly. 

Principles  of  Architectural  Composition. 

j'vrcMtecturcil  Record  Company. (1899) 

America-n  Architect  end  Building  i^ews. 

i'he  Creorgian  Period. 


American  ArcMtect  and  ^uilding  News  (1898) 


w 


Hellsum,      illiem. 


Aiaerican  Competitions. 

William  HelDuiTi. 


Lowell,,. 's'uy. 


More  Small  Italian  ^ilias   aim  I'ariu  Houses. 

TiaArcJaitectural  Book'^PuTDlisMng  Co. 


'^ 


McKim,   Mead,    and  White. 

A  Monograph  of  the  ^'^orks   of  McKim,  Mead  and  "liite. 
(1879-   1915) 

The  -^Architectural  "^ook  PuTslisuing  Co. 

Piatt,    ^harles  A, 

A  Monograph  of  the  Vorks   oi   Charles  A.piatt. 

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The  American  -'Vchitect   and  Architectural  Review 

'^he  -^chitectural  and     uilding  Press  Inc. 

'■^'he  Architectural  i'oruin. 

Rogers  l.lans^acompeaiy. 

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Architecture. 

Charles  Scribner's  ^ons. 


c^^  biui   vO&;?x. 


«  0  i. 


8«I'i 


lortA 


i:f»ot'iG''I 


i.iCX.'V    9.. 


•  "^irfq.  ^ 


-UOO^        I^.      .^v    ^    V   w 


.SilO^     8'ldiv.-'-.--Xv 


68 

PART   IV  . 

;^rcliltectural  ^orms    ■ 

Cliainbers,    Sir  WiiHam,'. 

A  Treat ise   on  the  decorative  Paj?t   of  ^ivil 
Architecture. 

Buehlinan,    Jos  el". 

Architecture  o±"  'Classical  Antiquity  ana  oi   -aae 

•"•enaissance. 
C.   A,  Greene(ia92).  Bruno  Hesaling.  Editor, 

D'Espouy,   H. 

Monianents  Antiques. 

^h.  Mas sin,   Editeur. 

Rpagments  D 'Architecture  i\ntique. 
Charles  Schrnid,  ^diteur. 

fragments  D' Architecture  ^u  Moyen  Age. 
Charles  Schmidt,  -"^diteor. 

Schultz,II.  VoiiA. 

Classical  Architecture. 

Shumper  a-iid  Co.  (1396). 

Wallis,    ^'rank  '^, 

Old  Colonial  -^chitecture   =ind  ^umiture. 

Geo.  H.  Palley  and  Cq.  Pulslishers, 

-uare,  Williajn  H. 

The  Amerioati  ^ignola. 

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Ornament 

Dow, .  Arthur-lTesley . 

Composition. 

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Jones ,    Owen . 

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X.  Bedford   (1856) . 


-iV 


iJBOiaejBX*' 


arsri 


'[■ 


t 


J 


r  ■ 


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Miller,  Daryl  Branch 

Architectural  Instruction  for 
Draftsmen  in  the  Junior  College 


